Activities table / Read with Understanding / Literacy / The Learning Progressions / Home - Literacy and Numeracy for Adults

	Decodingread more	Vocabularyread more	Language and Text Features progressionread more	Comprehension progressionread more	Reading Critically progressionread more
1.	Environmental print Background information and teaching and learning ideas for using environmental print. Teaching decoding: step 1 Ideas for teaching decoding at step 1 of the Read with understanding learning progression. Word sort Learners sort words chosen for relevance to a specific topic or context.	Environmental print Background information and teaching and learning ideas for using environmental print. High-interest words Background information and teaching and learning ideas for using high-interest words.	Environmental print Background information and teaching and learning ideas for using environmental print. Print and word concepts Background information and teaching and learning ideas for print and word concepts.	Identifying key words Learners learn to identify key words in texts. Interactive cloze Learners use context clues in a sentence, paragraph or whole text to work out the meaning of unknown words and to read actively for meaning. Asking questions Learners generate and respond to questions to demonstrate that they have comprehended the text. Shared reading (as an approach for teaching reading) Learners are taught to use specific reading strategies. Using question dice Learners develop ways of interrogating texts and develop confidence to do so.	Shared reading (as an approach for teaching reading) Learners are taught to use specific reading strategies. Using question dice Learners develop ways of interrogating texts and develop confidence to do so.
2.	Teaching decoding: step 2 Ideas for teaching decoding at step 2 of the Read with understanding learning progression. Word building (word families) Learners decode unfamiliar words by identifying root words and exploring patterns.	Clines Learners find out about shades of meaning between similar words by arranging words in a continuum. Clustering Learners organise sets of key words into specific groups in order to think about and discuss the meanings of words and the relationships between words. Word and definition barrier activity Learners practise matching words with definitions by using key words, recalling the definitions and checking their understanding. Word maps Learners brainstorm words that relate to a single focus word in order to extend vocabulary. Word building (word families) Learners decode unfamiliar words by identifying root words and exploring patterns.	Structured overviews Learners understand key words and ideas and identify relationships between these words and ideas. Navigating a text Learners skim and scan a text to identify its structure, key ideas and some detail.	Brainstorming Learners link what they read to what they know already. Interactive cloze Learners use context clues in a sentence, paragraph or whole text to work out the meaning of unknown words and to read actively for meaning. Asking questions Learners generate and respond to questions to demonstrate that they have comprehended the text. Identifying main ideas Learners match paragraphs of a text with a set of summary statements. Skimming and scanning Learners read more efficiently by getting a general idea of the text and where to find relevant information within it. Using question dice Learners develop ways of interrogating texts and develop confidence to do so.	Shared reading (as an approach for teaching reading) Learners are taught to use specific reading strategies. Using question dice Learners develop ways of interrogating texts and develop confidence to do so. Using 'comment codes' Learners engage actively with the text and respond to the ideas presented.
3.	Teaching decoding: step 3 Ideas for teaching decoding at step 3 of the Read with understanding learning progression.	Clines Learners find out about shades of meaning between similar words by arranging words in a continuum. Concept circles Learners explain concepts (including the meanings of words), see connections between concepts and activate their background knowledge. Pair definitions Learners recall, then write, a definition of a word and find out how well the definition describes the intended word to another learner. Predicting and defining new words Learners predict and define key words they think will be in a text they have previewed.	Surveying language and text structure Learners scan a text to get an overview of its organisation and clues to its content. Navigating a text Learners skim and scan a text to identify its structure, key ideas and some detail.	Asking questions Learners generate and respond to questions to demonstrate that they have comprehended the text. Identifying main ideas Learners match paragraphs of a text with a set of summary statements. Previewing and predicting text content Learners preview a text in order to predict its likely content. KWL activity Identify what the learners want to know about the topic and identify what the learners find out in a text. Reciprocal teaching of reading Learners read a text section by section, pausing to use explicit strategies for comprehension. Skimming and scanning Learners read more efficiently by getting a general idea of the text and where to find relevant information within it. Using three-level thinking guides Learners reading for meaning at different levels and read critically. Using question dice Learners develop ways of interrogating texts and develop confidence to do so.	Using three-level thinking guides Learners reading for meaning at different levels and read critically. Using question dice Learners develop ways of interrogating texts and develop confidence to do so. Using 'comment codes' Learners engage actively with the text and respond to the ideas presented.
4.	Teaching decoding: step 4 Ideas for teaching decoding at step 4 of the Read with understanding learning progression.			Selecting relevant information Learners make decisions about the relevance of information depending on the question and the purpose for reading. Asking questions Learners generate and respond to questions to demonstrate that they have comprehended the text. Identifying main ideas Learners match paragraphs of a text with a set of summary statements. Previewing and predicting text content Learners preview a text in order to predict its likely content. KWL activity Identify what the learners want to know about the topic and identify what the learners find out in a text. Reciprocal teaching of reading Learners read a text section by section, pausing to use explicit strategies for comprehension. Skimming and scanning Learners read more efficiently by getting a general idea of the text and where to find relevant information within it. Using question dice Learners develop ways of interrogating texts and develop confidence to do so.
5.	Teaching decoding: step 5 Ideas for teaching decoding at step 5 of the Read with understanding learning progression.		Surveying language and text structure Learners scan a text to get an overview of its organisation and clues to its content.		Using three-level thinking guides Learners reading for meaning at different levels and read critically. Using 'comment codes' Learners engage actively with the text and respond to the ideas presented.
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